A Nature-Based Biliteracy Sequence
In dual language settings, consistent exposure to both languages of instruction is key to young children’ s biliteracy development. This can be achieved by assigning home and second languages to specific portions of the instructional day. In the case of the four-phase interdisciplinary biliteracy sequence, educators remain consistent with which language they use during each phase; for example, speaking Spanish during Phases 1, 2, and 4 and English during Phase 3( see“ Examples of Language Allocation” below). This type of allocation coincides with studies that show children need proficiency in both English and their home languages in order to thrive in a multilingual world, maintain strong bonds with their families, and develop a positive self-image( Espinosa & Crandell 2020; NASEM 2024).
All phases include opportunities to engage in partner-based conversations while exploring, writing, and reading. Playing and communicating with peers help children to“ refine key concepts, apply new knowledge, and integrate speaking and listening in a relaxed and enjoyable environment”( Alanís et al. 2015, 50). Strategic partnering of children with different language backgrounds and strengths allows both partners to scaffold each other’ s language and content-specific skills as they transition from phase to phase.
Ms. Gutiérrez teaches 18 3- and 4-year-olds in a Spanish-English dual language preschool classroom in Texas. María worked with this classroom as part of a yearlong study in which preschool teachers implemented the interdisciplinary biliteracy sequence. All lessons in Ms. Gutiérrez’ s class revolved around a theme, with an intentional focus on language, interaction, and multisensory experiences. Following, we examine how she advanced children’ s biliteracy development by using the four-phase approach to explore animals, their relationships with trees, and how to care for each.
Direct Experiences in Nature: Why Context-Embedded Activities Matter
Children’ s understandings and skills generally proceed from concrete to abstract and from known to unknown( Kostelnik et al. 2019). During Phase 1 of our nature-based interdisciplinary biliteracy sequence, educators use materials from and experiences in nature to create moments of joint attention( Chawla 2007), or opportunities to notice objects, organisms, and actions together. This allows adults to provide key vocabulary and language structures in systematic ways— elements that are especially important for emerging bilingual learners( NASEM 2024).
Language that is responsive to children’ s interests and engagement is generative. For example, labels for organisms( such as“ beetles”) may prompt children to ask follow-up questions( such as“ Where are they going?”). These additional wonderings are likely to generate more discussions and create space for more and higher quality language input( NASEM 2017), all of which significantly enhance children’ s receptive vocabulary.
Examples of Language Allocation
Nature-Based Interdisciplinary Biliteracy Sequence Phase
Language of Instruction
Phase 1: Direct experiences in nature Spanish
Phase 2: Writing about the experience Spanish
Phase 3: Reading about the experience English
Phase 4: Caring act related to the experience
Spanish
Summer 2025 Young Children 9